Written retelling techniques as a strategy to enhance students' learning readiness in a language theory class
Keywords:
written retelling technique, pragmatics, readiness, language theoryAbstract
This study aims to propose a solution to enhance students’ readiness in understanding Pragmatics material. The method is implemented using a written retelling technique for the students attending the Pragmatics class, which involves 30 students.This technique has previously been shown to improve learners’ comprehension and engagement in language learning contexts (Rudiawan & Jupri, 2020). The data consists of the texts written by students after they have read and understood Pragmatics. The results show that the four stages of the written retelling technique can improve students’ readiness in studying Pragmatics. It is suggested that this technique be applied more widely in other language theory courses to help students strengthen comprehension and motivation before classroom instruction.
References
Ariani, M., Basthomi, Y., & Prayogo, J. A. (2021). The role of pragmatic socialization in building learners’ pragmatic competence from English teachers’ perspectives. Pegem Journal of Education and Instruction, 11(4). https://doi.org/10.47750/pegegog.11.04.19.
Ariastuti, K. N., Santosa, M. H., & Mahendrayana, G. (2021). Students’ E-lEarning readiness in remote teaching context. International Journal of Language and Literature, 5(3), 112-122. https://doi.org/10.23887/ijll.v5i3.32623.
DimyatiandMudjiono. (1999).Learning andLearning.Jakarta:RinekaCipta.
Jin, J., & Li, S. (2022). The effect of content retelling on incidental vocabulary acquisition for Chinese EFL learners. Forum for Linguistic Studies, 4(1), 147. https://doi.org/10.18063/fls.v4i1.1461.
Mulyasa, E. (2003). Competency-Based Curriculum: Concepts, Characteristics, and Implementation. Bandung: P.T. Remaja Rosdakarya.
Nugroho, A., & Fitriati, R. (2021). Flipped learning instruction and pragmatic competence: A case of English for accounting students. English Learning Innovation, 2(1), 1-9. https://doi.org/10.22219/englie.v2i1.14646.
Rudiawan, R., & Jupri, J. (2020). Retelling strategy towards students’ English reading comprehension at senior high schools. Journal of Languages and Language Teaching, 8(4), 432. https://doi.org/10.33394/jollt.v8i4.2815.
Sylvia dan Utami Widiati. The Effect Of Written Retelling Technique On Students’ Reading Comprehension Across Personality Learning Styles. https://www.researchgate.net/publication/321631281_the_effect_of_written_retelling_technique_on_students'_reading_comprehension_across_personality_learning
_styles.retrievedon11September2019.
Yentri Anggeraini, Nurhasanah, & Madenta, T. (2020). Efl LEARNERS` reading habit and their reading comprehension enhancement through partner reading. GetsempenaEnglishEducationJournal,7(2),294-306.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Indriyati Hadiningrum, Septi Mariasari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share and adapt the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.
